| Curricular Competency |
Select and use a variety of digital media appropriate to purpose, audience, and context |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Use digital media to collaborate and communicate, both within the learning environment and larger communities |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Understand intellectual property rights and community protocols and apply as necessary |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Transform ideas and information to create original texts, using various genres, forms, structures, and styles |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Experiment with genres, forms, or styles of texts |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Assess and refine texts to improve clarity, effectiveness, and impact |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine texts to improve clarity, effectiveness, and impact |
Elaboration: creatively and critically manipulating language for a desired effectconsciously and purposefully making intentional, stylistic choices (e.g., using sentence fragments or inverted syntax for emphasis or impact)using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, and varying sentence types |
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| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful multimedia and other texts for a variety of purposes and audiences |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: writing and design processes |
Elaboration: There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout. |
| Keyword: audiences |
Elaboration: Students expand their understandings of the range of real-world audiences. These can include children, peers, and community members, as well as technical, academic, and business audiences. |
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| Curricular Competency |
Respond to text in personal, creative, and critical ways |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Express and support an opinion with evidence |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Select and apply appropriate oral communication formats for intended purposes |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking and listening skills |
Elaboration: Strategies associated with speaking skills may include the conscious use of emotion, pauses, inflection, silence, and emphasis according to context.Strategies associated with listening skills may include receptive body language, eye contact, paraphrasing building on others’ ideas, asking clarifying questions, and disagreeing respectfully. |
| Keyword: range of purposes |
Elaboration: may include to understand, to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to provoke, to problem solve, and to entertain |
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| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
EFP: Literary Studies + New Media 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language (e.g., paraphrasing and building on others’ ideas)disagreeing respectfullyextending thinking (e.g., shifting, changing) to broader contexts (e.g., social media, digital environments)collaborating in large and small groups |
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| Curricular Competency |
Understand how new media impacts social activism |
EFP: Literary Studies + New Media 11 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: new media impacts social activism |
Elaboration: Students may explore increased opportunities for Indigenous self-representation and social activism (e.g., Idle No More). |
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| Curricular Competency |
Demonstrate understanding of how new media affect First Peoples languages, cultures, and worldviews |
EFP: Literary Studies + New Media 11 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: new media affect First Peoples languages, cultures, and worldviews |
Elaboration: Students may examine how new media can increase cultural homogenization, inauthenticity in representation, and cultural appropriation, and at the same time increase opportunities for the revival of First Nations languages and social activism. |
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